Introduces a new column which will be a "collection of choice morsels" about ways to use technology in the interest of enhancing literacy for adolescent and adult learners. (SR)

Argues that literacy in the United States, more than an educational concern, is a powerful sociopolitical force. Describes many definitions of "literacy" from different contexts, including political and educational. Explains the origins of the OLRC (Ohio Literacy Resource Center). Concludes that in just one year of operation, the OLRC…

Feminist research should be for, with, and by women. It is collaborative, acknowledges researcher subjectivity, explores the uniqueness of women's experience, and encourages recognition of how change might occur. (SK)

Guidelines for eliciting useful feedback focus on planned opportunities, collection during programs, multiple methods, descriptive information, feasible changes, clarification from learners, investigation of prompt response to learner concerns, staff discussion, receptivity to change, and commitment of resources. (SK)

Discusses ways elementary teachers may identify low-literate parents and how teachers can help low-literate parents. (SR)

Links adult literacy-learning to a philosophy of self-actualization, scaffolding pedagogy, and inclusion. Bases the discussion on John Dewey's concept of growth and Myron C. Tuman's developmental social theory. (SK)

Examines the Australian Language and Literacy Council's paper, "Literacy at Work." Concludes that it concerns not only achievement of social and economic objectives but also the question of acceptable forms of governance and the state's intervention in economic and social life and the organization of the workplace. (SK)

This paper aims to contribute a sociocultural theoretical perspective for the creative identity work involved in the ongoing process of learning and using literacies. Drawing on anthropological theories of identity formation, I argue that people employ cultural resources, such as cultural artefacts, to develop new identities and literacies. I…

Since 1991, the U.S. has had a national research and development (R&D) center focused on programs that help adults to improve their language, literacy, and numeracy skills; to acquire a General Educational Development (GED) or other high school certification; and to transition into postsecondary education or training. For the first five years,…

In the current environment of increasing competition for shrinking resources and the dramatic changes in educational service delivery in response to recent technological advances, marketing is becoming increasingly important to the success of adult literacy programs. Individual attitudes toward marketing in the educational sector differ greatly…

New spellers, adults just beginning to learn to read and write, face daunting problems with English vocabulary. Teachers use varying approaches to help these students, including published lists of Words Most Frequently Used. This paper provides an inventory of words used in letters to syndicated columnist "Dear Abby" as published in a…

One general theory of knowledge supports a transactional perspective that defines literacy as relative and context-dependent. Exploration of this theory can begin by examining the relationship between metaphor and knowing, focusing on the underlying metaphorical nature of knowledge. If the constructionist, experiential, metaphoric account of…

Claims that the preferred method for literacy education today is a technique of self-instruction by small groups of people voluntarily assembled, assisted by representatives of intermediary organizations as necessary, to further the ends of self-reliance and improved living conditions. (JK)

Presents a critical review of the research on the effectiveness of adult literacy programs. Suggests that the methods used in current literacy programs offer students little chance of significant improvement. (ARH)

In exploring the relationship between ethics and adult literacy education, some of the major ethical principles of John Dewey are discussed. The actions of adult educators such as Myles Horton are used to demonstrate these principles. Finally, implications are suggested for ways these principles affect adult literacy programs. (Author)